The complexities and challenges of be(com)ing a teacher and a teacher educator

Much has been written about the process of be(com)ing a teacher. Issues such as the professional of new teachers, the need for support and guidance, mentoring and induction, the of teacher identity and opportunities to learn in the workplace have been addressed. literature points to the complex and ongoing nature of the process of becoming a , which relates not only to issues pertaining to the content and form of teacher education , but also to motivational, contextual and professional aspects (Flores 2006; Feiman- 2012). Less is known, however, about the process of be(com)ing a teacher-educator, as far as his/her education and opportunities for continuing professional development (CPD) are concerned, as well as his/her professional identities, despite the growing interest in the in recent years (Vanassche and Kelchtermans 2014; Izadinia 2014; Lunenberg, Dengerink, Korthagen 2014).